Pengaruh pembelajaran pendekatan rigorous mathematical thinking (RMT) terhadap pemahaman konseptual matematis siswa SMP

Hendrayana, Aan

doi:10.21831/jrpm.v4i2.15385

Cited by 11 publications

(10 citation statements)

References 9 publications

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“…The teacher has clarity on what to do, so when they are given the assignment then there they are self-executing. It also shows that learning approaches are in accordance with expectations and according to the scheme they have because interest is closely related to their previous abilities [21][22] and project-base promises hope for their competence [13]. Learning using project-base with mobile learning gives comfort, enthusiasm, and benefit.…”

Section: E Discussionmentioning

confidence: 63%

Teacher Professional Education Requires Learning Mobile-based and Project-based

Hendrayana¹,

Wahyudin²

2018

Proceedings of the International Conference on Teacher Training and Education 2018 (ICTTE 2018)

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Increased teacher competence is the focus of the current Indonesian government. Thus, there should be efforts made to support the government program. Since, in the 21st century, the achievement of competence in teachers is no longer classical but must experience a tremendous jump. The jump can be achieved by organizing learning that utilizes Information and Communication Technology (ICT). One form of ICT products is mobile learning, where learning resources can be accessed anywhere and anytime. The success of mobile learning is dependent on the selection of appropriate learning approaches. One appropriate approach for mobile learning is projectbased learning. The purpose of this study is to examine the effect of learning with the approach of project-based learning and the use of mobile-learning to students' competencies, interest, and motivation. Results show that theachers' competences, interest, and motivation who receive project-based learning with mobile learning are good. This is indicated by; first, the better acceptance of ICT learning compared with learning without it, secondly, the portfolio developed by students in ICT implemented classes is better than the learning without it, thirdly, students have a high interest in ICT learning, students have good enthusiasm and activeness, and more importantly, students benefit by implementing ICT-based learning.

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Section: E Discussionmentioning

confidence: 63%

Teacher Professional Education Requires Learning Mobile-based and Project-based

Hendrayana¹,

Wahyudin²

2018

Proceedings of the International Conference on Teacher Training and Education 2018 (ICTTE 2018)

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“…A high interest in learning by using integrated ICT shows that students actually have sufficient prerequisite skills so that the application of learning by using integrated ICT to attract them. The interest held is relevant to the student's early schemes [3,7] and the scheme becomes a provision for understanding the concepts that will be taught and will conclude on subsequent concepts of understanding [8][9]. Learning with respect to the scheme can improve the ability to learn well [10] Interest and motivation of students on learning by using integrated ICT is 76%.…”

Section: Discussionmentioning

confidence: 99%

The Influence of Integrated Information and Communication Technology Use in Teaching and Learning on Student Competence at University

Hendrayana¹,

Hidayat²,

Pujiastuti³

2018

Proceedings of the International Conference on Teacher Training and Education 2018 (ICTTE 2018)

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Currently, online learning is inevitable. There have been many studies that suggest that there are many advantages of online learning. To serve the online learning, has created a lot of Learning Manajament System (LMS). Even so, there are currently not many who integrate LMS with Public facilities and services at the University. The University of Sultan Ageng Tirtayasa has developed it. The research method used in this research is quasi experiment. The result of the research shows that students' competence and work are better. In addition, interest and motivation of students to learn to be better. To the end, institutions must be serious about applying learning with the help of ICT by providing financial support and supporting policies.

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“…Kesadaran dan niat tersebut dimaksud untuk memperoleh, mengolah informasi yang baru serta menggunakannya pada situasi yang lebih kompleks (Kinard & Kozulin, 2008 (Pardimin & Widodo, 2016;Widodo & Turmudi, 2017). Salah satu cara yang dapat digunakan untuk meningkatkan kemampuan siswa dalam memecahkan masalah diantaranya menggunakan pendekatan Rigorous Mathematical Thinking (Fitriyani & Khasanah, 2017;Hendrayana, 2017). Kinard & Kozulin (2008:2) menyatakan bahwa pendekatan Rigorous Mathematical Thinking (RMT) adalah suatu pendekatan didasarkan pada dua teori belajar, yaitu teori sociocultural Vygotsky yang menekankan pada peralatan psikologis dan teori Mediated Learning Experience (MLE) oleh Feuertein.…”

Section: Pendahuluanunclassified

“…Maka dari itu, RMT diharapkan membantu siswa dalam proses belajar untuk memiliki kemampuan memahami materi, berfikir secara tepat dalam membangun konsep sehingga siswa memiliki kemampuan memecahkan masalah dalam pembelajaran matematika (Fitriyani, 2013). Hasil penelitian sebelumnya menunjukkan bahwa Rigorous Mathematical Thinking berpengaruh terhadap pemahaman konsep matematis pada siswa SMP (Hendrayana, 2017;Suraji, MAimunah & Saragih, 2018…”

Section: Pendahuluanunclassified

Pendekatan Rigorous Mathematical Thinking Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematika Siswa

Syaputri

Fitriyani²

2019

IndoMath

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This research was conducted because of the students' low ability to solve mathematical problems. The aim of this research is commited to increase the mathematical problem solving abilities of VIII E students in second semester of SMP Negeri 2 Sewon academic year of 2018/2019 using the Rigorous Mathematical Thinking (RMT) learning approach. This type of research is Class Action Research (CAR). This research consists of two cycles where each cycle consists of three meetings. The subjects of this study were students of class VIII E, amounting to 30 students, consisting of 20 male students and 10 female students. The object of this research is students' mathematical problem solving abilities using the RMT approach. Data collection techniques used in the form of observation instruments, tests, interviews. Data analysis techniques were carried out by qualitative descriptive analysis. The results showed that learning with the RMT approach can improve students' mathematical problem solving abilities. The results of the analysis of cycle test assessment sheets in Cycle I percentage of students' ability to solve problems was 65.56% with sufficient categories. While the results of the analysis of cycle test assessment sheets in Cycle II the percentage of students' ability to solve problems was 79.72% with good categories. From these results there was an increase in students' ability to solve mathematical problems by 14.16%.

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Pengaruh pembelajaran pendekatan rigorous mathematical thinking (RMT) terhadap pemahaman konseptual matematis siswa SMP

Cited by 11 publications

References 9 publications

Teacher Professional Education Requires Learning Mobile-based and Project-based

Teacher Professional Education Requires Learning Mobile-based and Project-based

The Influence of Integrated Information and Communication Technology Use in Teaching and Learning on Student Competence at University

Pendekatan Rigorous Mathematical Thinking Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematika Siswa

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